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Ten Steps to Complex Learning presents a path from an educational
problem to a solution in a way that students, practitioners, and
researchers can understand and easily use. Students in the field of
instructional design can use this book to broaden their knowledge
of the design of training programs for complex learning.
Practitioners can use this book as a reference guide to support
their design of courses, curricula, or environments for complex
learning. Now fully revised to incorporate the most current
research in the field, this third edition of Ten Steps to Complex
Learning includes many references to recent research as well as two
new chapters. One new chapter deals with the training of
21st-century skills in educational programs based on the Ten Steps.
The other deals with the design of assessment programs that are
fully aligned with the Ten Steps. In the closing chapter, new
directions for the further development of the Ten Steps are
discussed.
Ten Steps to Complex Learning presents a path from an educational
problem to a solution in a way that students, practitioners, and
researchers can understand and easily use. Students in the field of
instructional design can use this book to broaden their knowledge
of the design of training programs for complex learning.
Practitioners can use this book as a reference guide to support
their design of courses, curricula, or environments for complex
learning. Now fully revised to incorporate the most current
research in the field, this third edition of Ten Steps to Complex
Learning includes many references to recent research as well as two
new chapters. One new chapter deals with the training of
21st-century skills in educational programs based on the Ten Steps.
The other deals with the design of assessment programs that are
fully aligned with the Ten Steps. In the closing chapter, new
directions for the further development of the Ten Steps are
discussed.
In the last decade there have been rapid developments in the field
of computer-based learning environments. A whole new generation of
computer-based learning environments has appeared, requiring new
approaches to design and development. One main feature of current
systems is that they distinguish different knowledge bases that are
assumed to be necessary to support learning processes. Current
computer-based learning environments often require explicit
representations of large bodies of knowledge, including knowledge
of instruction. This book focuses on instructional models as
explicit, potentially implementable representations of knowledge
concerning one or more aspects of instruction. The book has three
parts, relating to different aspects of the knowledge that should
be made explicit in instructional models: knowledge of
instructional planning, knowledge of instructional strategies, and
knowledge of instructional control. The book is based on a NATO
Advanced Research Workshop held at the University of Twente, The
Netherlands in July 1991.
In the last decade there have been rapid developments in the field
of computer-based learning environments. A whole new generation of
computer-based learning environments has appeared, requiring new
approaches to design and development. One main feature of current
systems is that they distinguish different knowledge bases that are
assumed to be necessary to support learning processes. Current
computer-based learning environments often require explicit
representations of large bodies of knowledge, including knowledge
of instruction. This book focuses on instructional models as
explicit, potentially implementable representations of knowledge
concerning one or more aspects of instruction. The book has three
parts, relating to different aspects of the knowledge that should
be made explicit in instructional models: knowledge of
instructional planning, knowledge of instructional strategies, and
knowledge of instructional control. The book is based on a NATO
Advanced Research Workshop held at the University of Twente, The
Netherlands in July 1991.
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